AN OECD/CERI PROGRAMME
IN SEARCHOF INNOVATIVE LEARNING ENVIRONMENTS

1.In Search of Innovative Learning Environments

The OECD Centre for Educational Research and Innovations (CERI)is identifying concrete cases of innovative learning environments to provide examples of inspiring practice and to raise discussion of the potential to enrich mainstream education in systems around the world. We areexploring how people learn and under which conditions and dynamics they can learn better. We are looking for examples of settings where learning takes placeas an active process,fostering in learners the capability to apply knowledge and skills flexibly and creatively in a variety of different contexts.

OECD countries, states/regions, and potential cases themselves, as well as other partners (such as NGOs, foundations, research centres, etc.), are invited to propose cases of innovative learning environments, using the criteria below. They do not need to be located only in OECD countries and we are looking for as many potentially relevant cases as possible from these diverse sources at this stage.

Criteria defining cases as “innovative learning environments”:

  • The proposed innovative learning environment (ILE) serves the learning needs of children and adolescents (covering some or all of the approximate age range 3-19 years), whether exclusively or in mixed environments with older or younger learners.
  • The proposed learning environment should be an intentional departure from the traditional approach of the large body of general or vocational education in order to respond better to the learning needs of thelearners– it should be innovative.
  • The proposed learning environment should be a setting(s) which seeks to provide optimal learning and development in cognitive, meta-cognitive and socio-emotional terms, whatever its specific curriculum focus.
  • The ILE aims at a broad set of the learning andeducational needs of the learners, rather than addressing very specific types of knowledge or capabilities[1].
  • The ILE does not depend on such elevated tuition fees that its potential to be replicatedin mainstream education systems would be severely limited.
  • The innovative learning environment (ILE) is notreliant only on the charisma or commitment of a single innovator(or 2 or 3), but it enjoys a broader organisational foundation, holding the promise to be sustainable, even if relatively new.
  • The innovative learning environment (ILE) is a learning organisation, formally or informally evaluating its own practicein order continually to improve itself.

Note: Learning settings for specific subgroups of students (e.g. indigenous/native students, migrants, the gifted or those with learning difficulties) are often both innovative and tailored to optimise learning. These cases are highly relevant for our project, especiallythe more that their approach is potentially transferable to wider groups of young people.Vocationally-oriented learningis also highly relevant so long the ILE in question meets the above criteria

2. What will we do with the submitted ILEs?

CERI will create a broad compilation of cases which meet the above criteria to constitute the project’s “Universe”. They will be entered into the project knowledge bank and some will be profiled in the project homepage.

Drawing from this “Universe”will come twosub-groups for more intensive analysis. The ILE Inventorywill be made up of about 35 to 50 or more cases, having been selected and accepted the invitation to participate in more detailed project reporting and research. This will be aimedat illuminating the organisation of learning in the selected cases in more detail, their innovative character, and the social, cultural and policy conditions that shape them.

From within the Inventory cases, a smaller group of 10 to 12different cases will make up theObservatory, each of whichwill have accepted to be part of the detailed case study research. The analysis will focus on the micro-level processes of learning, with the aim of giving a detailed understanding of learning processes and dynamics, the rich complexities of interactions within the wider context, and the ways that learning dynamics relate to outcomes.

3. Benefits of Participation for Innovative Learning Environments

The learning environments in the Universe will be featured in a prominent international programme and will gain contacts around the world as a result. Those in the Inventory and the Observatory will have the opportunity to join an online OECD social network that will be set up to assist mutual exchange and co-operation and some of them will also take part in organised seminars and workshops. All participants will also have access to the analytical reports of the project, whether on learning sciences or on the innovations.

4. More information needed?

Information regarding: a) the project aims; b) selection processes for the Observatory and Inventory; c) the updated calendar of activities; and d) other relevant documents and information, is available at

You can also write to or contact Adriana Ortega( ).

OECD/CERI Innovative Learning Environment project

Template for submitted cases

Please use the following questions to describe the Innovative Learning Environment (ILE) that you are suggesting should be considered by the OECD/CERI. Please try to respond to as many questions as possible, the first two questions are particularly essential. To respond, you can use one of the OECD’s official languages, English or French to respond to it. Responses in other languages are also accepted but please add an English or French translation to your response.

Templates should be submitted electronically to the following address:. For any questions please contact Adriana Ortega ().

Basic information requested

General information:

Name of the Innovative Learning Environment (ILE):

Location/Address(If available):

Website (if available):

ILE submitted by:

Questions answered by:

A leader of this case

A teachers/facilitator of this case

A students/learner or family related to this case

Someone from the local, regional or national education authorities

Others

Rationale: Why do you suggest that it should be included in the project? How does it respond to 21st century learning challenges?

Background: Who initiated it? For what reasons was it started and with what purpose? Have these changed since?

Learning Aims/Intended Learning Outcomes of the ILE: What are the core learning aims and which knowledge, skills or attitudes are to be acquired? (These may include outcomes related to learners’ social, interpersonal, or meta-cognitive development)

Learners: Which group(s) of learners is it aiming at? Who is eligible to take part? How many learners are there? What are their ages?

Teachers/Facilitators: Who are the teachers/facilitators? Who are the leaders? What are their professional backgrounds? What are their roles?

Organisation of Learning in the ILE: How is learning organised? How do learners and facilitators interact? What kind of pedagogy do they follow? What curriculum is used?

Learning Context: In which contexts does learning take place? What does the physical learning environment look like? Are community resources used to facilitate learning and how? Are parents involved?

Funding: How is it funded?

Outcomes Evidence and Assessment: Is there information regardingthe learning outcomes achieved, including academic, social, interpersonal and meta-cognitive outcomes, and what does this cover? How is learning assessed?

Documentation describing or evaluating the ILE:Is there documentation on this learning environment? Is there a website? Films? Research reports orevaluations? Other forms of documentation? (please supply references or links)

Other Information you consider to be relevant to describe the ILE:

1

[1]For example, a learning centre intensively using drama throughout its curriculum is relevant for this project in a way in which a theatre club would not be.